Computer-mediated communication (CMC) technologies have begun to play an increasingly important role in the teaching of foreign/second (L2) languages. Its use in this context is supported by a growing body of CMC research that highlights the importance of the negotiation of meaning and computer-based interaction in the process of second language acquisition (SLA) (Chapelle, 1998; Payne & Whitney, 2002). Recent research has also pointed out the importance of situated cognition (Brown, Collins, & Duguid, 1989) and the use of task-based activities (Doughty & Long, 2003) to allow students to acquire language in meaningful contexts for specific purposes. In this paper, various CMC technologies will be described and critically evaluated for their possible applications in task-based foreign language learning activities. First, general issues of connectivity will be defined and discussed (e.g., wired, wireless, and infrared technologies; dial-up vs. broadband, etc.). Then various asynchronous and synchronous CMC technologies will be described and evaluated, pointing out their strengths and drawbacks for use in a L2 learning environment. The authors then compare and contrast the use of a task-based language-learning activity within wired versus wireless environments. The paper concludes with an overall discussion that focuses on the challenges facing the implementation of these technologies (e.g., accessibility, compatibility, financial considerations), some possible solutions to those problems, and some speculation about future uses of these technologies to enhance the L2 learning experience. (Contains 1 figure, 2 tables and 16 notes.)